SAMPLE LESSON NOTES-WEEK 12

BASIC
FOUR

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 SCHEME OF LEARNING- WEEK 12
Name of School………………………………………………………………………….…………………
Week Ending
Class
Subject
Reference
Learning Indicator(s)
Performance Indicator
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration
DAYS PHASE 1: STARTER 10 MINS
(Preparing The Brain For
Learning)
Monday Learners to sing songs and recite
familiar rhymes
ONCE I CAUGHT A FISH ALIVE
One, two, three, four, five
Once I caught a fish alive
Six, seven, eight, nine, ten
Then I let it go again
Why did you let it go?
Because it bit my finger so
Which finger did it bite?
This little finger on my right
Tuesday Play games and recite rhymes
that learners are familiar with
to begin the lesson.
Ask learners questions to
review their understanding in
the previous lesson.
BASIC FOUR
Four
ENGLISH LANGUAGE
English Language curriculum Page
B4.1.10.3.6-7. B4.2.9.1.2. B4.3.9.1.1. B4.4.15.1.1. B4.4.15.1.1. B4.5.10.1.1.
B4.6.1.1.1
A. Learners can elaborate on ideas using explanations and speak with confidence
B. Learners can summarize level-appropriate passages/texts orally
C. Learners can use prepositions to convey a variety of meanings:
D. Learners can write to friends about personal experiences using appropriate
letter formats
E. Learners can use invented spelling to increase fluency and free writing
F. Learners can read a variety of age-and level appropriate books and
present a-two-paragraph summary of each book read
PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
(New Learning Including 10MINS
Assessment) (Learner And Teacher)
A.ORAL LANGUAGE Give learners task to complete
(Presentation) while you go round the class to
support those who might need
Explain the need to elaborate on points extra help.
made.
Have learners to read and spell
Present examples. some of the keywords in the
lesson
Guide learners to use details, concrete
examples, to elaborate on their
ideas/points of view on given topics
Encourage learners doing presentations
to speak before different audiences.
e. g. small and large groups
Invite a learner and model maintaining
eye contact while speaking with him or
her.
B.READING Give learners task to complete
(Summarizing) while you go round the class to
support those who might need
extra help.
Learners read and re-read a text to
identify the main idea in a given Have learners to read and spell
paragraph. some of the keywords in the
lesson
Guide learners with examples to
restate information read in a few
words.
Guide learners to write a summary
of the passages taking note of the
main ideas.

Wednesday Learners to sing songs and recite
familiar rhymes
PUSSY CAT, PUSSY CAT.
Pussy cat, pussy cat, where have
you been?
I’ve been down to London to visit sentences as:
i. The clock is on the wall.
the Queen
Pussy cat, pussy cat, what did you ii. The cupboard is in the corner.
do there?
I frightened a little mouse, under
her chair.
Thursday Play games and recite rhymes
that learners are familiar with
to begin the lesson.
Ask learners questions to
review their understanding in
the previous lesson.
Friday Engage learners to sing songs
and recite rhymes
Tooting tutors
A tutor who tooted a flute
Tried to tutor two tooters to
toot
Said the two to their tutor,
Is it harder to toot or
To tutor two tooters to toot?
Engage learners in the “popcorn
reading” game
The rules are simple: One
student starts reading aloud and
In pairs or groups, learners
summarize specific paragraphs of a
passage to be presented to the class.
C.GRAMMAR Provide sentences and let
(Preposition) learners identify the modals
used.
Have learners describe the positions
of classroom objects using such i. Please may I see your ticket?
ii.John may leave now, but
Sally may not.
iii.The waste paper basket is under iii. May Kenny come with
the table. us to the movies?
Briefly explain the functions iv.Take an umbrella. It might rain.
of prepositions.
v. I may not have time to
Introduce a Question and Answer go swimming tonight.
drill to give learners practice.
vi.We might go to the party later.
Learner A: Where is your pen?
Learner B: It is on the table.
Write some of learners’ answers on
the chalkboard and guide them to
identify the prepositions.
D.WRITING Give learners task to
(Letter Writing) complete while you go round
the class to support those
Present samples of friendly letters to who might need extra help.
learners.
Have learners to read and
Let learners read samples in groups spell some of the keywords in
and identify important features of the lesson
friendly letters.
Discuss these features with learners.
Each group writes a friendly letter
(about their personal experiences)
showing the important features.
E.WRITING CONVENTIONS & Give learners task to
GRAMMAR USAGE complete while you go round
(Spelling) the class to support those
Let learners spell given words with who might need extra help.
invented spellings.
Have learners to read and
Each group tries to write the correct spell some of the keywords in
spelling. The group to get the highest the lesson
number of words spelt correctly is
regarded as the Spelling Champion
for the work.
Give learners the meanings of words
to identify and spell the words.
F.EXTENSIVE READING Have learners present a-two-
paragraph summary of the
book read
then calls out "popcorn" when
they finish. This prompts the next
student to pick up where the
previous one left off.
Guide learners to choose and read
independently books of their choice Invite individuals to present
during the library period. their work to the class for
feedback
Learners think-pair-share their
stories with peers.
Ask each learner to write a-two-
paragraph summary of the book
read.
Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page 52-53
Learning Indicator(s) B4.4.1.2.1 -2
Performance Indicator Identify common features of graphs and use understanding of many-to-
one correspondence to solve simple problems
Strand Data
Sub strand Data Collection And Organization
Teaching/ Learning Resources Class registers, school based assessment
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Monday Can you work out what Examine such features as title, Give learners task to
number will be at the top of the vertical axis and label, complete whiles you go
pyramid? horizontal axis and label, key or round to guide those who
legend. don’t understand.

Give students data presented in Give remedial learning to

a table to draw bar graph those who special help.
complete with title, labelled
axes, key. The table show
amount of rainfall recorded in
Kumasi in the half of the year.
Tuesday Can you make a pyramid with Give pupils data on energy Give learners task to
100 at the top? usage by households in a complete whiles you go
community over a period (e.g. round to guide those who
six months) presented in tables don’t understand.
for them to draw bar graph
complete with title, labelled Give remedial learning to
those who special help.
axes, key. Ask questions for
pupils to read and interpret
graphs.

Wednesday Can you put the digits 1 to 9 in
a square so that every row,
column and diagonal add to
15?
Give learners several graphs
that have used many-to-one
correspondence in displaying
the same data.
For example, the graph below
on the number of pupils treated
for malaria in a school.
Give learners task to
complete whiles you go
round to guide those who
don’t understand.
Give remedial learning to
those who special help.

Ask questions for children to

Thursday Can you put the numbers 1 to
7 in each circle so that the total
of every line is 12?
read and interpret graphs.
i) How many pupils were
treated for malaria in the
hospital in April?
ii) How many pupils were
treated for malaria in the
hospital in May and
June?learners several graphs
Give Give learners task to
that have used many-to-one complete whiles you go
correspondence in displaying round to guide those who
the same data. don’t understand.
 For example, a graph on the
number of pupils admitted into Give remedial learning to
school in 2019. those who special help.

Ask questions for children to

Friday Can you put the digits 1 to 11
in the circles do that every line
has the same total?
read and interpret graphs
Give learners several graphs
that have used many-to-one
correspondence in displaying
the same data.
For example, a graph on the
number of pupils and the days
they were born.
Give learners task to
complete whiles you go
round to guide those who
don’t understand.
Give remedial learning to
those who special help.

Ask questions for children to

read and interpret graphs
Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page 15
Learning Indicator(s) B4.5.4.1.1
Performance Indicator Explain that burning is one of the causes of climate change
Strand Humans And The Environment
Sub strand Climate Change
Teaching/ Learning Resources Pictures and videos or charts showing burning of fossil fuel and changing
weather pattern
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative Learning; Personal
Development and Leadership Attention to Precision

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Teacher writes and lets
students see the answer on the
board, perhaps a picture of
object on the board.
The students must come up
with questions in which the
answer could be the object on
the board.
(New Learning Including
Assessment)
Learners watch pictures and
videos or charts showing burning
of fossil fuel and changing
weather pattern.
Narrate to learners a story of a
bush fire and the effect it has on
humans, plants, animals and
property.
10MINS
(Learner And Teacher)
Ask learners questions to
review their understanding
of the lesson.
Have learners write 3 facts
of the lesson on a sheet of
paper and it in their pockets
and learn it on their way
home.

Learners, in groups discuss what

Teacher introduces the lesson
to learners. Students are to list
all the words they associate
with the topic to be treated.
Ask them to put words
together to form a definition.
happens when burning occurs.
Learners present their ideas, i.e.
burning brings out smoke, makes
air dirty or unclean, etc.
Brainstorm with learners on what
will happen if there is continuous
burning of vegetation and waste.
Evaluate learners by asking them
to design posters on the effect of
burning on climate change.
Ask learners questions to
review their understanding
of the lesson.
Have learners write 3 facts
of the lesson on a sheet of
paper and it in their pockets
and learn it on their way
home.
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 21
Learning Indicator(s) B4.5.1.2.1.
Performance Indicator Explain the uses of rocks
Strand My Global Community
Sub strand Our Neighboring Countries
Teaching/ Learning Resources Pictures, Charts, Video Clips
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving Cultural Identity and
Global Citizenship

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Teacher writes and lets
students see the answer on
the board, perhaps a picture
of object on the board.
The students must come up
with questions in which the
answer could be the object on
the board.
Teacher introduces the lesson
to learners. Students are to
list all the words they
associate with the topic to be
treated.
Ask them to put words
together to form a definition.
(New Learning Including
Assessment)
Brainstorm with learners on the
definition of rocks.
Let learners give examples of
items made from rocks.
Learners discuss the importance of
rocks e.g. building houses and
constructing roads.
Let learners present a chart on the
different types of rocks.
Learners to bring samples of the
types to class for observation.
Learners role play some of the
uses of rocks
10MINS
(Learner And Teacher)
Ask learners questions to
review their understanding
of the lesson.
Have learners write 3 facts
of the lesson on a sheet of
paper and it in their pockets
and learn it on their way
home.
Ask learners questions to
review their understanding
of the lesson.
Have learners write 3 facts
of the lesson on a sheet of
paper and it in their pockets
and learn it on their way
home.
Week Ending
Class Four
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 32
Learning Indicator(s) B4.5.2.1.1:
Performance Indicator Discuss the importance of being a committed member of the family.
Strand The Family, Authority and Obedience
Sub strand Roles Relationship in the Family and Character Formation
Teaching/ Learning Resources Wall charts, wall words, posters, video clip, etc.
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Display an image on the board
(relating to the topic) but
cover it up.
Every time a student a student
answers a question then show
a little bit of the image.
The first person to guess the
correct image wins.
- takes part in family activities,
(New Learning Including 10MINS
Assessment) (Learner And Teacher)
Assist learners to explain who a Ask learners questions to
committed person is. review their understanding
of the lesson.
Let learners mention behaviors
that show that a person is Have learners write 3 facts
committed. of the lesson on a sheet of
paper and it in their pockets
Ask learners to describe a and learn it on their way
committed family member. home.
A person who:
- is obedient to elders of the family,
- respects other family members,
- accepts responsibility
(performing assigned duties),
- takes initiatives, - helps
needy relatives, etc.
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page 28
Learning Indicator(s) B4.6.1.1.1.
Performance Indicator Learners can explore the limitations on Ghana’s independence.
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Resources Wall charts, word cards, posters, video clip, etc.
Core Competencies: The use of evidence to appreciate the significance of historical locations help learners
to become critical thinkers and digital literates

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Put students into pairs and
hand out a wad of sticky notes
to each pair.
They write a word or statement
relating to the lesson and put it
on their partners head. Partners
are to guess what is written on
the sticky papers.
The learner who guess right
wins
(New Learning Including
Assessment)
Discuss with learners the
limitations on Ghana’s
independence up to June 1960
Before Ghana gained her
independence in 1957, the British
monarchy remained head of state,
and Ghana shared its sovereign
with the other commonwealth
realm. The monarchs
constitutional roles were mostly
delegated to the governor-
general of ghana..
10MINS
(Learner And Teacher)
Use questions to review
learners understanding of
the lesson.
Ask learners to tell the
class what they have learnt.
Call learners to summarize
the main points of the
lesson

Learners to use the internet

Engage learners to sing songs
and play games to get them
ready for lesson.
identify the positions controlled
by British officials up to June
1960.
Discuss with learners the Use questions to review
limitations on Ghana’s learners understanding of
independence up to June 1960 the lesson.

Use questions and answers to
review learners understanding
in the previous lesson
A constitutional referendum was
held in ghana on 27 April 1960.
The main issue was a change in
the country’s status from a
constitutional monarchy with
Elizabeth II as head of state, to a
republic with a presidential
system of government.
Ask learners to tell the
class what they have learnt.
Call learners to summarize
the main points of the
lesson

Learners to use the internet

identify the positions controlled
by British officials up to June
1960.
Week Ending
Class Four
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B4.1.4.6 B4.2.4.7
Performance Indicator Learners can use the agreed guidelines to examine and derive meaning
from own artworks
Strand Visual Arts & Performing Arts
Sub strand Appreciating and Appraising
Teaching/ Learning Resources Photos, videos, art paper, colors and traditional art tools
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital Literacy

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Engage learners to play games
and sing songs to begin the
lesson.
Review learners understanding
in the previous lesson using
questions and answers
(New Learning Including 10MINS
Assessment) (Learner And Teacher)
Let learners use their senses to Assessment: Present
appreciate and appraise their own learners with different
artworks. artworks for them to use
the guidelines in
Make decisions on agreed appreciating and
guidelines to appreciate and appraising.
appraise an artwork. E.g. clay pot

Theme: Unity Summarize lesson

Engage learners to play games
and sing songs to begin the
lesson.
Review learners understanding
in the previous lesson using
questions and answers
Subject matter: activities with learners.
Historical
Media: Clay
Techniques: coiling method
Uses: for fetching and storing
water Future modification:
addition of handles
Performing artworks include Review the lesson activities
dance, music and drama. through questions and
answers.
Let learners use their senses to
appreciate and appraise their own
artworks.
Make decisions on agreed
guidelines to appreciate and
appraise an artwork. E.g.
Agbadza dance

Let learners talk about the theme,

gestures, makeup, costume, stage
use and stage setting as they
watch the video or pictures of the
dance.
Week Ending
Class
Subject
Reference
Learning Indicator(s)
Performance Indicator
Strand
Sub strand
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting on a manila card
Core Competencies: Creativity and innovation, Communication and collaboration, Critical thinking
DAYS PHASE 1: STARTER 10 MINS
(Preparing The Brain For
Learning)
Write words on th board and
cover parts with a smiley for
learners to guess the word
Have learners sing songs to
begin the lesson
Have learners play games and
recite familiar rhymes to begin
the lesson
Using questions and answers,
review their understanding of
the previous lesson
Draw or print pictures of
vocabulary words with number
on it and paste them on the
classroom wall. Ask learners to
make a list of them
Four
GHANAIAN LANGUAGE
Ghanaian Language curriculum Page 32
B.4.6.3.1.3-4
Learners can explore the meaning of unfamiliar words from context or
dictionary.
Extensive Reading
Reading Texts, And Short Stories
PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
(New Learning Including 10MINS
Assessment) (Learner And Teacher)
Let learners read a text. Ask learners questions to
review their understanding
Let them mention and find the of the lessson.
meaning of unfamiliar words
from context or dictionary. Give learners task to do
whiles you go round to
guide those who need help.
Allow learners to read a text. Ask learners to summarize
what they have learnt.
Let learners answer about
questions based on the passage Let learners say 5 words
read. they remember from the
lesson.
Discuss the process of
summarizing with learners.
Allow them to summarize the
passage read in few words.
Allow learners to read a text. Ask learners to summarize
what they have learnt.
Let learners answer about
questions based on the passage Let learners say 5 words
read. they remember from the
lesson.
Discuss the process of
summarizing with learners.
Allow them to summarize the
passage read in few words.
Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 55
Learning Indicator(s) B4.5.4.5.4:
Performance Indicator Distinguish between acts of physical courage and physically reckless
Strand Values And Psycho Social Concepts,
Sub strand Critical thinking
Teaching/ Learning Resources Pictures and Videos
Core Competencies: Learners develop personal and social skills such as cooperation, fair- play, peace,
teamwork and cooperation

DAYS PHASE 1: STARTER 10 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For
Learning)
Have learners play games and
recite familiar rhymes to begin
the lesson
Using questions and answers,
review their understanding of
the previous lesson
(New Learning Including 10MINS
Assessment) (Learner And Teacher)
Guide Learners to identify the Ask learners to summarize
difference between physical what they have learnt.
courage and physically
reckless. Let learners say 5 words
they remember from the
Physical courage; lesson.
Physically
reckless;

Engage learners in physical

activities for to observe acts of
physical courage and physical
reckless.

The former has the key

characteristics of observing the
Week Ending
Class
Subject
Reference
Learning Indicator(s)
Performance Indicator
Strand
Sub strand
Teaching/ Learning Resources
Core Competencies: Creativity and innovation.
Personal development and leadership. 5. Digital literacy
DAYS PHASE 1: STARTER 10
MINS
(Preparing The Brain For
Learning)
Prepare a list of concepts,
ideas or objects that relate
to the lesson you are about
to teach.
Divide the class into four
teams. The teacher
presents the leaders from
each group a concept.
The leader then draw the
concepts on the board,
whilst his/her term guess
what the object is.
The team who guess
correctly first wins.
Four
COMPUTING
Computing curriculum Page
B4.3.1.1.2.
Illustrate the use of the clip board, styles, fonts, paragraph and editing.
Word Processing
Introduction To Word Processing
Images of clipboard, styles, fonts, paragraph and editing in in the Home
Tab of MS – Word.
2. Communication and collaboration. 3. Cultural identity and global citizenship. 4.
PHASE 2: MAIN 40MINS PHASE 3:
(New Learning Including Assessment) REFLECTION 10MINS
(Learner And Teacher)
Guide learners to use the clipboard, Ask learners questions to
styles, fonts, paragraph and editing review their
feature under the Home tab and let understanding of the
learners explore on a simple word lessson.
document.
Give learners task to do
whiles you go round to
guide those who need
help.